Pedagogy in the Nursery: Establishing Practitioner Partnerships in High-Quality Long Day Care Programs

Autor/inn/en	Macfarlane, Kym; Noble, Karen; Cartmel, Jennifer
Titel	Pedagogy in the Nursery: Establishing Practitioner Partnerships in High-Quality Long Day Care Programs
Quelle	In: Australian Journal of Early Childhood, 29 (2004) 4, S.38-44 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0312-5033
Schlagwörter	Early Childhood Education; Young Children; Labor Force; Child Care; Collegiality; Caregivers; Teaching Methods; Preservice Teacher Education; Preschool Teachers; Infants; Toddlers; Educational Quality; Program Effectiveness; Reflection; Skill Development + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühe Kindheit; Labour force; Arbeitskraft; Erwerbsbevölkerung; Kinderfürsorge; Kinderbetreuung; Kollegialität; Caregiver; Carer; Betreuungsperson; Pfleger; Teaching method; Lehrmethode; Unterrichtsmethode; Lehramtsstudiengang; Lehrerausbildung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Infant; Toddler; Toddlers; Kleinkind; Infants; Quality of education; Bildungsqualität; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	One of the most significant societal changes over the past few decades has been the growing number of women in the paid work force. As a direct result of this sociological phenomenon, childcare centres have been providing long day care for vastly increasing numbers of very young children. The speed of this change has created a societal dilemma regarding the level of training required to prepare practitioners for such important pedagogical work. Traditional approaches to the training and preparation of practitioners for work in this field do not always highlight the significance of the important relationship early childhood education and care practitioners have with very young children, or respond to current conceptualisations of children and families and the contexts in which they live (Dahlberg, Moss & Pence, 2002; Moss, 2003). This paper takes issue with these points by exploring an alternative approach to the preparation of practitioners for work in this field. The use of Learning Circles as a conceptual tool is examined as an alternative response, aimed at developing a concentrated pedagogical process by which undergraduates explore the links between theory and effective practice. (As Provided).
Anmerkungen	Early Childhood Australia. P.O. Box 7105, Watson, ACT 2602, Australia. Tel: +61-2-6242-1800; Fax: +61-2-6242-1818; e-mail: publishing@earlychildhood.org.au; Web site: http://www.earlychildhoodaustralia.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10